The SCERTSModel is a comprehensive, team-based, multidisciplinary model for enhancing abilities in Social Communication and Emotional Regulation, and implementing Transactional Supports for children with autism spectrum disorders (ASD) and their families. It was developed by Barry Prizant, Amy Wetherby, Emily Rubin, Amy Laurent and Patrick Rydell, a multidisciplinary team of clinicians, researchers, and educators who have more than 100 years experience, and have published extensively in the field of autism. The SCERTS model should not be used exclusively, it should provide a framework in which practices and strategies from other approaches may be integrated, such as Positive Behavioral Supports (ABA), visual supports, sensory supports, augmentative and alternative communication (AAC). The SCERTS model can be used with individuals across a wide range of ages and developmental abilities. The SCERTS model differs from the focus of the "traditional" ABA model that typically targets children's responses in adult directed trials with the use of behavioral techniques to teach language. The focus of the SCERTS model is to promote child initiated communication in everyday activities.According to Prizant, the SCERTS model is closer to "contemporary" ABA practices such as Pivotal Response Training and Incidental Teaching, which use natural activities in a variety of social situations, as well as semi-structured teaching in social routines. Compared to traditional ABA practices, the SCERTS model relies extensively on visual supports for supporting Social Communication and Emotional Regulation. The SCERTS Model was developed to teach a person with ASD to achieve “Authentic Progress”, which is defined as the ability to learn and apply functional skills in a variety of settings and with a variety of partners, as compared to ABA, which is not an authentic setting.In order for the SCERTS model to be successful, the educators, therapists, parents, siblings and peers of the child with ASD must play in important role in the program.This is essential since the goals and objectives are addressed in daily routines at home and school, as well as at special therapies and activities that have been designed to enhance abilities in independent and self-help skills.The SCERTS model also emphasizes social communication and emotional regulation. For example, the parents, teachers and therapists might use the same objectives at mealtime that include using pictures, words and/or gestures to select food items. If everyone working with the child with ASD is not on board, the SCERT model will not be successful. According to Prizant, high priority should be placed on: 1)children initiating as well as responding to partner's verbal and nonverbal communication; 2)children actively participating in activities with adults and peers, with an emphasis on joyful, shared positive emotional experience, and the development of trusting relationships, 3)partners implementing a range of interpersonal and learning supports to help a child be most available for learning and engaging, 4)partners being highly responsive and supportive in a flexible manner that depends on the child's emotional state, distractions in the setting, the child's success in the activity and the need for appropriate levels of support to actively participate. The last emphasis of the SCERTS model is focused on the child initiations in natural settings.It focuses on semi-structured activities so the child will have a very broad range of communicative functions such as greeting another person or calling for someone. In closing, it is important to remember when designing the program for the child with ASD the objectives should be developmentally sequenced and they should include nonverbal and verbal communication in realistic settings.
The SCERTS Model is a comprehensive, team-based, multidisciplinary model for enhancing abilities in Social Communication and Emotional Regulation, and implementing Transactional Supports for children with autism spectrum disorders (ASD) and their families. It was developed by Barry Prizant, Amy Wetherby, Emily Rubin, Amy Laurent and Patrick Rydell, a multidisciplinary team of clinicians, researchers, and educators who have more than 100 years experience, and have published extensively in the field of autism. The SCERTS model should not be used exclusively, it should provide a framework in which practices and strategies from other approaches may be integrated, such as Positive Behavioral Supports (ABA), visual supports, sensory supports, augmentative and alternative communication (AAC). The SCERTS model can be used with individuals across a wide range of ages and developmental abilities.
The SCERTS model differs from the focus of the "traditional" ABA model that typically targets children's responses in adult directed trials with the use of behavioral techniques to teach language. The focus of the SCERTS model is to promote child initiated communication in everyday activities. According to Prizant, the SCERTS model is closer to "contemporary" ABA practices such as Pivotal Response Training and Incidental Teaching, which use natural activities in a variety of social situations, as well as semi-structured teaching in social routines. Compared to traditional ABA practices, the SCERTS model relies extensively on visual supports for supporting Social Communication and Emotional Regulation.
The SCERTS Model was developed to teach a person with ASD to achieve “Authentic Progress”, which is defined as the ability to learn and apply functional skills in a variety of settings and with a variety of partners, as compared to ABA, which is not an authentic setting. In order for the SCERTS model to be successful, the educators, therapists, parents, siblings and peers of the child with ASD must play in important role in the program. This is essential since the goals and objectives are addressed in daily routines at home and school, as well as at special therapies and activities that have been designed to enhance abilities in independent and self-help skills. The SCERTS model also emphasizes social communication and emotional regulation. For example, the parents, teachers and therapists might use the same objectives at mealtime that include using pictures, words and/or gestures to select food items. If everyone working with the child with ASD is not on board, the SCERT model will not be successful.
According to Prizant, high priority should be placed on:
1) children initiating as well as responding to partner's verbal and nonverbal communication;
2) children actively participating in activities with adults and peers, with an emphasis on joyful, shared positive emotional experience, and the development of trusting relationships,
3) partners implementing a range of interpersonal and learning supports to help a child be most available for learning and engaging,
4) partners being highly responsive and supportive in a flexible manner that depends on the child's emotional state, distractions in the setting, the child's success in the activity and the need for appropriate levels of support to actively participate.
The last emphasis of the SCERTS model is focused on the child initiations in natural settings. It focuses on semi-structured activities so the child will have a very broad range of communicative functions such as greeting another person or calling for someone.
In closing, it is important to remember when designing the program for the child with ASD the objectives should be developmentally sequenced and they should include nonverbal and verbal communication in realistic settings.